Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

Yerdelen-Damar S., BOZ Y., Aydin-Gunbatar S.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, cilt.26, sa.4, ss.394-405, 2017 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 26 Sayı: 4
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1007/s10956-017-9687-z
  • Dergi Adı: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.394-405
  • Anahtar Kelimeler: Technological pedagogical content knowledge, Science teacher education, Technological pedagogical content knowledge for science teaching, Technological competency, Technological experience, Technological attitude, Structural equation modeling, CONFIRMATORY FACTOR-ANALYSIS, COMMUNICATION TECHNOLOGIES, CHILDRENS ACHIEVEMENT, COMPUTER USE, TEACHERS USE, INTEGRATION, TPACK, BELIEFS, DESIGN, MODEL
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.